About the course
The Tudor Grange SCITT programme blends theory and practice, helping you to confidently develop your understanding and skills. All aspects of pedagogy will be covered, and you will have opportunities to watch outstanding practitioners demonstrating their skills in the classroom.
Educational theories are also taught and the emphasis is on evaluation and reflection in order to help you consider the relevance of these concepts. The benefit of this is that you will discover more about the kind of teacher you want to be.
The course content is wide ranging and you will learn about how to plan lessons to help all the young people in your classrooms make progress; how to enable positive behaviour in classrooms; and how to work with parents.
You will be provided with support in terms of your subject knowledge, as every trainee has a personal Subject Lead, who will work with you to ensure you feel confident covering all aspects of the curriculum. They are outstanding practitioners, who work across the Tudor Grange Trust, enabling colleagues in their subject areas to develop the very best techniques. Learning is bespoke, so that all of your prior experiences are considered carefully and your progress is purposefully enabled. Upon completing the course you will feel confident in all aspects of school life.
Feedback is given frequently, as observations are an integral aspect your development. Feedback will be both formal and informal and always based around helping you to reflect on your own strengths and next steps. Reporting is a regular feature of the programme, so you can be sure that you will know how you’re doing at all times, and that there are a team of people around you who are able to provide you with support. The final recommendation for QTS is based around a combination of reports and your classroom practice.
We are an accredited provider, so most Professional Studies sessions are held on site and it is Tudor Grange SCITT that will recommend you to the NCTL for Qualified Teacher Status.
We work in partnership with Birmingham City University for the Master’s element of the programme – there are three modules available to you – one of which is mandatory, and all of the learning here is aimed at developing your pedagogical understanding. It is a complimentary programme, which enhances your classroom practice. There are no formal written assignments for recommendation of QTS.
We sift all UCAS applications following a consistent criteria set out in-house, looking at candidate personal qualities, academic achievements and previous relevant experience in schools/working with young people, or vulnerable groups.
Following a successful sift, candidates will be invited to an interview day, which dependant on applicant numbers, may be ran over one or two days.
The interview process consists of four parts;
A subject knowledge audit – This is not a pass/fail test of your subject knowledge rather an audit of your strengths and areas for improvement. This allows us to understand your baseline and develop strategies for how we can work with you to fill any subject knowledge gaps prior to the course beginning, and to continue to provide bespoke support.
Unseen task - Information on the task is given on the interview day.
Panel interview – Your education philosophy and values, resilience, and knowledge of National Curriculum will all be explored during the panel interview.
- minute session delivery to a KS3 class – You will be provided with a topic for the session (set by the class teacher) a week in advance to allow you to prepare. During the session we will be looking at how candidates have demonstrated learner progress, their relationships with young people, and their ability to plan.
We aim to share outcomes of the interview process on the day, including detailed and meaningful feedback where applicable. All offers made by us are conditional, and will be explained when the offer is made
How school placements work
We strongly believe that the best place for a trainee teacher is in schools, developing your skill set through a cycle of observation, reflection, practise and feedback. Therefore the course is split into 25% Professional Studies sessions and 75% in school placements. Trainees are placed in at least two schools, which are carefully selected in order to provide a range of different experiences, giving you the best chances of developing your practice. For example, you might be placed in a rural school for one of your placements and an urban school for another. This increases your chances of employment and ensures you are a well-rounded practitioner.
Whilst on placement, you will be in the role of a teacher, and will therefore be able to take opportunities to learn about how the school day works – thus, you should plan to work full school days, including attending meetings before and after school, as well as preparing for parents’ evenings and after school activities, like awards ceremonies. We are also passionate about protecting our teachers and ensuring work/life balance is achieved. There are specific professional studies sessions related to this. Furthermore, although your timetable will increase so that by the end of the year, your teaching commitment is similar to that of a Newly Qualified Teacher, we gradually build up your timetable, at a rate that is right for you. It is our deep belief that mastering the craft of teaching is more important than arbitrarily increasing the number of lessons that you plan and teach.
Trainees are assigned a personal subject specific mentor whilst on placement, who will work with you to set achievable targets, to help you to become the very best teacher you can be. You will constantly be working towards the Teachers’ Standards and will be supported and guided by Tudor Grange SCITT throughout the program.
The programme is an 11-16 offer, with post 16 enhancement. In reality, this means that when you are confidently mastering KS3 and 4 teaching, we will seek to find opportunities for you at post-16. We find that this helps with employability.
The course fees for 2019/2020 are as follows:
You could be eligible for either:
- a scholarship of £22,000
- a bursary of £20,000
With a scholarship or bursary, you’ll also get early career payments of £5,000 each in your third and fifth year of teaching (£7,500 in some areas of England).
To qualify for a scholarship you’ll need a degree of 2:1 or above in maths or a related subject. For a bursary you’ll need a 2:2 or above in any subject.
You can’t claim both a bursary and a scholarship - you can only claim one.
Find out how to apply for a scholarship. You don’t need to apply for a bursary - if you’re eligible, you’ll automatically start receiving it once you begin your course. Find out how you’ll be paid.
Financial support if you’re from outside the UK.
All candidates must hold;
A Bachelor’s degree (or equivalent).
English GCSE - Minimum Grades C/4 (or equivalent).
Maths GCSE - Minimum Grade C/4 (or equivalent).
The Tudor Learning Habits;
- Positive self regulation
- Process not product
- Open to failure and feedback
- Courageous and gritty
The Tudor Character Habits;
- Honesty and truthfulness
- Kindness and empathy
- Responsibility and integrity
- Generosity and gratitude
All successful candidates will be subject to;
An enhanced DBS check, candidates must fund this themselves although Tudor Grange SCITT will make the application.
An occupational health check.
Confirmation of right to work in the UK.
About the training provider
Tudor Grange SCITT is a provider with a long established track record. We have strong relationships with our partner schools across Solihull, Warwickshire, Birmingham, Coventry, and Worcestershire.
This results in a wide range of options being available when considering which placement school will work best for you logistically and to enable your progress. We are part of a very successful Multi-Academy Trust, and as such are able to offer a diverse and bespoke experiences. Consistently, over the past three years nearly 20% of our cohort have been recruited into roles within the Trust. Last year this increased to nearly 25% across both primary and secondary phases.
Our EYITT, Primary, and Secondary cohorts have opportunities to collaborate, and this further enriches trainees’ understanding of overall childhood development. Trainees focus on the phases which they are training for, but can do so with an applied knowledge of pupils experiences in education prior to or following on from their phase.
We work closely with local partners, including recruitment consultants, to enable trainees to understand the job market and help them develop their confidence and knowledge of how to make successful applications. This includes support in writing personal statements and a ‘mock’ interview, with written and verbal feedback.
We firmly believe that the quality of training, alongside a focus on enhancing employment prospects contributes to our strong track record in supporting trainees secure jobs. We offer a wide range of support to our Alumni too.
Training with disabilities and other needs
Tudor Grange SCITT is committed to promoting equal opportunities in recruitment to the program. All candidates will receive equal treatment regardless of age, disability, gender reassignment, marital or civil partner status, pregnancy or maternity, race, colour, nationality, ethnic or national origin, religion or belief, sex or sexual orientation.
If you require any arrangements to be made in terms of the recruitment process please get in contact.
If you would like to discuss ways in which we may be able to support you personally, please feel free to contact us to make a telephone or personal appointment. Please be reassured we will treat such information with respect and discretion.
Please refer to our Tudor Grange Academies Trust Equal Opportunities Policy for further information;
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